The document discusses the settlement of the West, including the construction of the transcontinental railroad in the United States in the 1860s-1870s. It describes the roles of the Union Pacific and Central Pacific railroads in building east and west, and their use of Irish and Chinese immigrant laborers. On May 10, 1869 the railroads were joined at Promontory Point, Utah, marking the completion of the first transcontinental railroad.
The document discusses the key factors that influenced westward expansion in the United States, including geographic obstacles, technologies, policies, and the social and economic impacts. It addresses how physical features, climate, resources, railroads, and the Homestead Act affected travel and settlement. It also examines conflicts between miners, farmers, ranchers, and various ethnic groups, as well as the effects of expansion on Native Americans, including land disputes, warfare, and changes in federal policy.
The document contains 30 geography questions with multiple choice answers. It covers topics like seas named after colors, mountain ranges, islands, peaks, winds, currents, countries and their flags/names, provinces, lakes, time zones, cities, regions, deltas, and more. The questions require identifying places, geographic features, and locations based on clues provided in the questions.
The document discusses factors that contributed to westward expansion in the United States between 1820-1890, including Manifest Destiny, the discovery of gold in California, the Homestead Act of 1862, and the building of the transcontinental railroad. It describes how the railroad transformed travel across North America from a months-long, dangerous journey to a week-long trip, enabling more extensive settlement of the western territories and fulfilling Manifest Destiny. Key events discussed include the driving of the Golden Spike in 1869 uniting the Union Pacific and Central Pacific railroads and establishing the first transcontinental railroad line across North America.
Unit 03 industrial revolution and immigrationbeluzadder
1) Two influential American inventors in the late 19th century were Alexander Graham Bell and Thomas Edison. Bell invented the telephone and founded AT&T, while Edison invented the phonograph and light bulb and founded General Electric.
2) The Wright brothers, Orville and Wilbur, achieved the first powered, controlled airplane flight in 1903 in Kitty Hawk, North Carolina. Henry Ford then revolutionized automobile manufacturing with his assembly line, making cars more affordable.
3) Robber barons like Andrew Carnegie in steel and John D. Rockefeller in oil amassed huge fortunes in the late 1800s by controlling entire industries through consolidation and monopolistic practices. They later became influential philanthropists.
The document outlines 5th grade social studies standards and indicators related to understanding the Cold War era in the United States, including summarizing the impact of post-World War II cultural and economic changes, explaining the course of the Cold War with the Soviet Union, and analyzing political alliances of the time period like NATO and the UN. It provides examples to help teach students about these concepts from the 1940s-1950s like changes in technology, media, jobs, and international conflicts and policies.
This document provides an overview of major events from 1945-1960 during the early Cold War era. It discusses the Yalta and Potsdam conferences, the creation of the United Nations and NATO, Soviet control over Eastern Europe, the Berlin Airlift, the start of the Korean War, McCarthyism and the Red Scare in the US, the development of nuclear weapons and space programs, and escalating tensions in areas like Southeast Asia and the Middle East. Key events and issues around this volatile time period following World War 2 are summarized.
The document discusses the key factors that influenced westward expansion in the United States, including geographic obstacles, technologies, policies, and the social and economic impacts. It addresses how physical features, climate, resources, railroads, and the Homestead Act affected travel and settlement. It also examines conflicts between miners, farmers, ranchers, and various ethnic groups, as well as the effects of expansion on Native Americans, including land disputes, warfare, and changes in federal policy.
The document contains 30 geography questions with multiple choice answers. It covers topics like seas named after colors, mountain ranges, islands, peaks, winds, currents, countries and their flags/names, provinces, lakes, time zones, cities, regions, deltas, and more. The questions require identifying places, geographic features, and locations based on clues provided in the questions.
The document discusses factors that contributed to westward expansion in the United States between 1820-1890, including Manifest Destiny, the discovery of gold in California, the Homestead Act of 1862, and the building of the transcontinental railroad. It describes how the railroad transformed travel across North America from a months-long, dangerous journey to a week-long trip, enabling more extensive settlement of the western territories and fulfilling Manifest Destiny. Key events discussed include the driving of the Golden Spike in 1869 uniting the Union Pacific and Central Pacific railroads and establishing the first transcontinental railroad line across North America.
Unit 03 industrial revolution and immigrationbeluzadder
1) Two influential American inventors in the late 19th century were Alexander Graham Bell and Thomas Edison. Bell invented the telephone and founded AT&T, while Edison invented the phonograph and light bulb and founded General Electric.
2) The Wright brothers, Orville and Wilbur, achieved the first powered, controlled airplane flight in 1903 in Kitty Hawk, North Carolina. Henry Ford then revolutionized automobile manufacturing with his assembly line, making cars more affordable.
3) Robber barons like Andrew Carnegie in steel and John D. Rockefeller in oil amassed huge fortunes in the late 1800s by controlling entire industries through consolidation and monopolistic practices. They later became influential philanthropists.
The document outlines 5th grade social studies standards and indicators related to understanding the Cold War era in the United States, including summarizing the impact of post-World War II cultural and economic changes, explaining the course of the Cold War with the Soviet Union, and analyzing political alliances of the time period like NATO and the UN. It provides examples to help teach students about these concepts from the 1940s-1950s like changes in technology, media, jobs, and international conflicts and policies.
This document provides an overview of major events from 1945-1960 during the early Cold War era. It discusses the Yalta and Potsdam conferences, the creation of the United Nations and NATO, Soviet control over Eastern Europe, the Berlin Airlift, the start of the Korean War, McCarthyism and the Red Scare in the US, the development of nuclear weapons and space programs, and escalating tensions in areas like Southeast Asia and the Middle East. Key events and issues around this volatile time period following World War 2 are summarized.
The document discusses the transcontinental railroad in the United States. It describes how the Pony Express and telegraph led to the need for a railroad connecting the east and west coasts. The Pacific Railroad Act of 1862 provided funding for the Union Pacific Railroad to build west from Omaha, Nebraska and the Central Pacific Railroad to build east from Sacramento, California. Immigrant workers, including many Chinese immigrants, provided much of the labor needed to complete the railroad. The two lines met at Promontory Point, Utah in 1869 where the final spike was driven, uniting the country by rail.
This document provides an overview of lessons from a 2014-2015 curriculum at Bryson Elementary School about westward expansion. Lesson 1 discusses how the natural environment affected travel to the West. Lesson 2 examines how railroads influenced western development. Lesson 3 explores the lives of different groups that lived in the West, including homesteaders on the Great Plains who faced challenges in harsh conditions. Lesson 4 considers how westward expansion impacted Native Americans.
The document discusses the construction of the Transcontinental Railroad in the United States in the 1860s. It describes how the Central Pacific Railroad worked to lay track eastward from Sacramento, California, while the Union Pacific Railroad worked to lay track westward from Omaha, Nebraska, with the goal of having the lines meet. Four investors, known as "The Big Four", financed the Central Pacific Railroad - Leland Stanford, Collis Huntington, Mark Hopkins, and Charles Crocker. On May 10, 1869, the two lines were joined at Promontory Summit, Utah, uniting the country with a transcontinental railroad.
The document discusses the history and impacts of the transcontinental railroad in the United States. It describes how the railroad connected the eastern and western parts of the country, facilitating travel, trade, and settlement of the West. The railroad was built between 1863-1869 by the Central Pacific and Union Pacific companies, with much of the Central Pacific portion constructed by Chinese immigrant workers. The completion of the transcontinental railroad transformed the US economy and way of life.
The Transcontinental Railroad was completed in 1869, connecting the Union Pacific Railroad from the east to the Central Pacific Railroad from the west. This unprecedented engineering feat joined the Atlantic and Pacific oceans by rail for the first time. While the railroad was built for national defense and to unite the country, it also made a handful of men immensely wealthy, including Leland Stanford, Collis Huntington, Mark Hopkins, and Charles Crocker of the Central Pacific, and Thomas Durant of the Union Pacific. The completion of the Transcontinental Railroad transformed the United States by enabling rapid population growth in the West, spurring additional rail construction, and symbolizing the vast opportunities available in the newly opened western territories.
The Transcontinental Railroad was made up of two companies, the Union Pacific Railroad and the Central Pacific Railroad. The Union Pacific started in Nebraska and the Central Pacific started in California, and they met at Promontory Point, Utah. It connected the eastern US to the western US for the first time by rail.
The Transcontinental Railroad connected the eastern and western United States by rail in the 1860s, overcoming significant challenges. The Central Pacific Railroad worked east from Sacramento, facing difficulties in obtaining supplies and traversing the Sierra Nevada mountains, while recruiting Chinese immigrant laborers. Meanwhile, the Union Pacific worked west from Omaha, encountering Native American resistance. On May 10, 1869 the two lines were joined at Promontory Point, Utah. This breakthrough transportation network spurred western settlement and trade, fueling national economic growth and transforming the United States into a global power.
The document discusses the construction of the first transcontinental railroad in the United States in the 1860s. It summarizes the various proposals over the decades to build such a railroad, the debate over potential routes, the Pacific Railroad Acts that incentivized and funded the construction by the Union Pacific and Central Pacific railroads, the main immigrant worker groups of Irish and Chinese who built it, and the impacts on trade, travel, Native Americans, and the connectedness of the country. Completion in 1869 united the eastern and western United States by rail and transformed the nation.
The document provides instructions for an activity to celebrate the completion of the Transcontinental Railroad. Students are assigned to represent different groups involved in the railroad's construction and share information about important figures. They are asked to plan a ceremony including key details like important contributors, activities, location, and reasons for celebrating the railroad's completion. The passage also includes background information on the final joining of the Union Pacific and Central Pacific rails.
The document provides a quiz covering topics about Native Americans and innovations during the market revolution. It includes 10 multiple choice questions about policies affecting Native Americans, parts of buffalo used by Native Americans, and battles involving Native Americans. The second half discusses innovations like the telegraph, steam engine, railroads, oil drilling, steel production, light bulb, telephone, airplane, and their impacts on communication, transportation, industry, and daily life. Key inventors are named like Morse, Watt, Fulton, Trevithick, Edison, Bell, and the Wright Brothers.
By Brandon FooThe Race Across America The First Trans.docxhumphrieskalyn
By Brandon Foo
The Race Across America: The First Transcontinental Railroad
Introduction:The transcontinental railroad was an innovated technology by conveniently and efficiently letting people travel across the country. Replacing months of travel to mere weeks, it allowed communication and trade across vast amounts of distances. It employed both Chinese immigrants and Irish workers who helped build the railroad. After it was completed, it united the country together and helped build the way for commerce, people and ideas to travel from the east to the west.
Union Pacific Railroad
Part 1: How it was builtThe Union Pacific Railroad would start at Omaha, Nebraska and go west
Central Pacific RailroadThe Central Pacific Railroad would start at Sacramento, California and go east
Pacific Railroad Acts of 1862 and 1864It outlined how the railroad was going to be built, the route it was going to take and how it was going to get funded. The path that they would go through followed the established Oregon and California trails, which was used at the time by wagon trains, stagecoach lines and the Pony Express.
Black Powder/Nitroglycerin
Part 2: Technology UsageBlack powder was usually used to blast through the hard rock, but some situations, nitroglycerin had to be used. Nitroglycerin at the time was fairly new as a blasting tool and was very dangerous to transport, so they had to make it on the site.
Telegraph LinesBrought instant communication to people working along the tracks to people across the nationUsed on the day the railroad was completed where telecommunication lines were wrapped around the last spike on the track and whenever the person struck the spike, the sound pulsated across the nation.
Snow sheds
Part 2 ContinuedSnow and avalanches were delaying construction and supervisors had to devise a plan to overcome it. Snow sheds were built by making a shelter over the tracks so the snow would not interfere the construction of the railroad
Bridges/Trestle BridgesTrestle bridges were built when there was a deep gorge that the railroad had to go over and was usually built with timber until it could have been replaced with iron, which is more durable and permeant.
Chinese Immigrants
Part 3: Social ImpactThe Chinese were the backbone of building the tracks for the Central Pacific and compromised nearly 80% of the workforce They worked in eight hour shifts and only stopped when another person had to put in the black powder, where they lit fuse and would then run to a safe distance to avoid the explosion.
Irish Immigrants and Civil War VeteransOn the Union Pacific Railroad, it mostly consisted of Irish immigrants and Civil War Veterans.The Irish workers and veterans constantly got drunk, went to brothels and gambling dens which brought a lot of vices to the towns that the tracks went through.
Mormons
Part 3 ContinuedThe main reason why the Mormons worked on the railroad was because it would go through the Utah territ ...
OSL: A history of its impact on the Wood River Valley, Idaho_part01The Community Library
History of the Oregon Short Line in the Wood River Valley, late 1800s, by John Lundin. Presentation given for the opening of "Railroad Ties," an exhibition at the Sun Valley Museum of History.
The document summarizes the construction of the transcontinental railroad in the United States in the late 1800s. It describes how the Union Pacific Railroad and Central Pacific Railroad raced to meet in the middle, connecting the eastern and western United States by rail. It discusses the workers who built each railroad, conflicts with Native Americans whose way of life was disrupted, and the decline of the American bison population. The completion of the railroad in 1869 marked a major change in transportation and westward expansion in the United States.
5.2 the development of the american railroadsJonathan Dycus
The development of the transcontinental railroad in the United States was driven by the concept of Manifest Destiny and the desire to connect the eastern and western parts of the country. The Pacific Railway Act of 1862 granted funding and land subsidies to the Union Pacific and Central Pacific railroads to build the line. These companies engaged in a race to complete as much track as possible, employing various workers including ex-soldiers, immigrants, and using new technologies like dynamite. The Last Spike was driven in 1869 in Promontory, Utah connecting the continental United States by rail for the first time. The railroad transformed the country by facilitating transportation and settlement of the West.
The document discusses the Transcontinental Railroad that was built in the United States in the 1860s. It summarizes that the Pacific Railway Act of 1862 established the construction of the railroad by the Union Pacific and Central Pacific railroads to link Omaha, Nebraska to Sacramento, California. Thousands of Irish, Union and Confederate veterans, and Chinese immigrant laborers worked to build the tracks. On May 10, 1869 the two railroads met at Promontory Summit, Utah where the final "Golden Spike" was driven, connecting the first transcontinental railroad and revolutionizing travel across North America.
Presidential Abraham Lincoln signed a bill on July 1, 1862 to author.pdfajanthakadhar
Presidential Abraham Lincoln signed a bill on July 1, 1862 to authorize the construction of the
first transcontinental railroad. On May 10, 1869, several years ahead of the timeline, the Pacific
Railroad was completed at a joyous ceremony in Promontory Summit, Utah. Suppose the train
coming from the East, actually called No. 119, came to a flat part of the country and could travel
at a constant speed of 32 miles per hour for many miles.
A) If the train ran for 3.5 hours before altering its speed, how far did the train travel during that
stretch of the transcontinental strip?
B) Show the formula and steps you utilized to arrive at your answer. Include the appropriate
units in each step of your work.
Velocity is the change in position divided by the change in times. Speed is the absolute value of
velocity. Since the train originated from the train station and is traveling away from the train
station, we will say that this train had a positive velocity.
C) For the train to have a negative velocity, it would have to ______.
D) Draw a graph of the velocity function on the grid. Scale the axes and name the vertical axis
as v(t) mph and the horizontal axis as t hours
E) Explain how the graoh of the velocity function can be used to calculate the toal distance the
train traveled in 3.5 hours.
Solution
The Transcontinental Railroad was the result of the U.S. commitment to Manifest
Destiny and its burgeoning industrial might. Long distances and slow transportation hampered
contact between eastern and western commercial centers. Both the United States government and
entrepreneurs sought faster transportation to link the two sections. For a decade after 1850,
Congress studied possible transcontinental routes, but arguments over sectionalism and slavery
blocked all plans. Not until after the South seceded and the Civil War had begun could Congress
pass an effective transcontinental plan, the Pacific Railroad Act of 1862. It called for two
railroad companies to complete the transcontinental line. The railroad would be a \"land-grant
railroad,\" meaning that the government would give each company 6,400 acres of land and up to
$48,000 for every mile of track it built. The money capitalized the project, and the railroads
could use the land to entice settlers to the West, who in turn would need the railroads to haul
freight. But Congress, afraid to fund a project that would never be completed, wrote a caveat into
the act: the railroads had to complete the project by July 1,1876, or they would forfeit the land,
money, and all of the constructed track. The Union Pacific Railroad, a corporation formed for
the venture, would build the eastern half of the line starting in Nebraska. The Central Pacific
Railroad, owned by a group of California entrepreneurs including Collis Huntington and Leland
Stanford, would build the western half. Preliminary work began, even as the nation still fought
the Civil War. Surveyors and engineers had to scout and map workable routes. Af.
The Transcontinental Railroad was built in the United States in the 1860s to connect the eastern and western halves of the country. It was an immense engineering challenge to build tracks across the vast distances and difficult terrain. The Central Pacific Railroad worked eastward from Sacramento, California while the Union Pacific Railroad worked westward from Omaha, Nebraska. On May 10, 1869, the two lines were joined at Promontory Summit in Utah with the driving of the final "Golden Spike." The railroad revolutionized travel and trade across North America.
The American West Professor Mindi Sitterud-McCluskeyWest.docxlillie234567
The American West
Professor Mindi Sitterud-McCluskey
Westward Expansion
From the inception of the United States, the western frontier had been imbued with freedom and opportunity in the American mind as well as in the minds of many Europeans. The western frontier seemed to offer what the east coast and Western Europe did not by the mid-1800s: Land. Historically speaking, land signified empowerment. Land represented independence and opportunity, namely the possibility of becoming a truly “free man” through self-management, self-sufficiency, and claiming and benefitting fully from the product of one’s own labor.
Land figured prominently into the high ideals with which the American Revolution and Early Republic were imbued. For, to be a republic- for, by, and of the people, the United States would need to be a nation of truly free people. The United States seemed to have land enough to make this possible.
Empire of Liberty:
Inspired by republican notions of freedom, Thomas Jefferson had looked west and envisioned an “Empire of Liberty,” comprised of independent, self-sufficient, and self-managing small farmers.
Jefferson perceived agriculture as not just conducive to freedom but also uniquely virtuous. By contrast, he viewed the owning, investing, and banking class as corrupt and waged laborers as degraded, dependent and unfree.
Jefferson believed that by securing the western lands, the United States could better secure itself as a free republic and avoid the fate of industrial Britain: Armies of unfree wage-workers, “dark, satanic mills,” and urban slums.
Introduction
Inspired by republican notions of freedom and pushed by members of the working-class struggle and their abolitionist allies, the radical Republican Party of Lincoln passed the Homestead Act even as the Civil War entered its second year on the East Coast.
Homestead Act (1862)
Offered at least 160 acres of free western land to those who filed a claim, lived on the land for at least 5 years, and made improvements.
Open to anyone who had not taken up arms for the Confederacy, including women, blacks, and immigrants who had applied for citizenship
Goal: Rooted in republican notions of freedom, it intended to provide laboring people with land and, by extension, an opportunity to work their way into a condition of real freedom. It would be comparable to Washington DC, today, giving citizens the capital and resources needed to start a small business.
After being stalled by the southern states for years, the Pacific Railway Act also became passed by the Republicans as the war grinded on between the states in the east.
Pacific Railway Act: (1862)
The US government allocated unprecedent funds, grants, bonds and free land for the purpose of contracting with private capitalists to build a Transcontinental Railroad.
Westward Expansion
Transcontinental Railroad
Constructed between 1863-1869
Eastward construction began near San Francisco under the Central P.
The document summarizes the construction of the Transcontinental Railroad in the United States in the 19th century. The Pacific Railway Act of 1862 called for the construction of the first transcontinental railroad to unite the country during the Civil War. The Central Pacific railroad company built eastward from California, while the Union Pacific built westward from Nebraska, using Irish immigrants, veterans, and thousands of Chinese laborers. The two lines met at Promontory Summit, Utah in 1869, dramatically reducing travel time across the country and ushering in population growth and development in the American West.
The document summarizes the construction of the transcontinental railroad in the United States in the 1860s. It details how the Central Pacific Railroad relied heavily on Chinese immigrant labor, employing around 90% of their workforce from China. The workers faced extreme dangers and harsh conditions but were able to complete tremendous feats of engineering to help connect the country by rail. However, at celebrations of the railroad's completion the significant contributions of the Chinese workers were excluded and ignored.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The document discusses the transcontinental railroad in the United States. It describes how the Pony Express and telegraph led to the need for a railroad connecting the east and west coasts. The Pacific Railroad Act of 1862 provided funding for the Union Pacific Railroad to build west from Omaha, Nebraska and the Central Pacific Railroad to build east from Sacramento, California. Immigrant workers, including many Chinese immigrants, provided much of the labor needed to complete the railroad. The two lines met at Promontory Point, Utah in 1869 where the final spike was driven, uniting the country by rail.
This document provides an overview of lessons from a 2014-2015 curriculum at Bryson Elementary School about westward expansion. Lesson 1 discusses how the natural environment affected travel to the West. Lesson 2 examines how railroads influenced western development. Lesson 3 explores the lives of different groups that lived in the West, including homesteaders on the Great Plains who faced challenges in harsh conditions. Lesson 4 considers how westward expansion impacted Native Americans.
The document discusses the construction of the Transcontinental Railroad in the United States in the 1860s. It describes how the Central Pacific Railroad worked to lay track eastward from Sacramento, California, while the Union Pacific Railroad worked to lay track westward from Omaha, Nebraska, with the goal of having the lines meet. Four investors, known as "The Big Four", financed the Central Pacific Railroad - Leland Stanford, Collis Huntington, Mark Hopkins, and Charles Crocker. On May 10, 1869, the two lines were joined at Promontory Summit, Utah, uniting the country with a transcontinental railroad.
The document discusses the history and impacts of the transcontinental railroad in the United States. It describes how the railroad connected the eastern and western parts of the country, facilitating travel, trade, and settlement of the West. The railroad was built between 1863-1869 by the Central Pacific and Union Pacific companies, with much of the Central Pacific portion constructed by Chinese immigrant workers. The completion of the transcontinental railroad transformed the US economy and way of life.
The Transcontinental Railroad was completed in 1869, connecting the Union Pacific Railroad from the east to the Central Pacific Railroad from the west. This unprecedented engineering feat joined the Atlantic and Pacific oceans by rail for the first time. While the railroad was built for national defense and to unite the country, it also made a handful of men immensely wealthy, including Leland Stanford, Collis Huntington, Mark Hopkins, and Charles Crocker of the Central Pacific, and Thomas Durant of the Union Pacific. The completion of the Transcontinental Railroad transformed the United States by enabling rapid population growth in the West, spurring additional rail construction, and symbolizing the vast opportunities available in the newly opened western territories.
The Transcontinental Railroad was made up of two companies, the Union Pacific Railroad and the Central Pacific Railroad. The Union Pacific started in Nebraska and the Central Pacific started in California, and they met at Promontory Point, Utah. It connected the eastern US to the western US for the first time by rail.
The Transcontinental Railroad connected the eastern and western United States by rail in the 1860s, overcoming significant challenges. The Central Pacific Railroad worked east from Sacramento, facing difficulties in obtaining supplies and traversing the Sierra Nevada mountains, while recruiting Chinese immigrant laborers. Meanwhile, the Union Pacific worked west from Omaha, encountering Native American resistance. On May 10, 1869 the two lines were joined at Promontory Point, Utah. This breakthrough transportation network spurred western settlement and trade, fueling national economic growth and transforming the United States into a global power.
The document discusses the construction of the first transcontinental railroad in the United States in the 1860s. It summarizes the various proposals over the decades to build such a railroad, the debate over potential routes, the Pacific Railroad Acts that incentivized and funded the construction by the Union Pacific and Central Pacific railroads, the main immigrant worker groups of Irish and Chinese who built it, and the impacts on trade, travel, Native Americans, and the connectedness of the country. Completion in 1869 united the eastern and western United States by rail and transformed the nation.
The document provides instructions for an activity to celebrate the completion of the Transcontinental Railroad. Students are assigned to represent different groups involved in the railroad's construction and share information about important figures. They are asked to plan a ceremony including key details like important contributors, activities, location, and reasons for celebrating the railroad's completion. The passage also includes background information on the final joining of the Union Pacific and Central Pacific rails.
The document provides a quiz covering topics about Native Americans and innovations during the market revolution. It includes 10 multiple choice questions about policies affecting Native Americans, parts of buffalo used by Native Americans, and battles involving Native Americans. The second half discusses innovations like the telegraph, steam engine, railroads, oil drilling, steel production, light bulb, telephone, airplane, and their impacts on communication, transportation, industry, and daily life. Key inventors are named like Morse, Watt, Fulton, Trevithick, Edison, Bell, and the Wright Brothers.
By Brandon FooThe Race Across America The First Trans.docxhumphrieskalyn
By Brandon Foo
The Race Across America: The First Transcontinental Railroad
Introduction:The transcontinental railroad was an innovated technology by conveniently and efficiently letting people travel across the country. Replacing months of travel to mere weeks, it allowed communication and trade across vast amounts of distances. It employed both Chinese immigrants and Irish workers who helped build the railroad. After it was completed, it united the country together and helped build the way for commerce, people and ideas to travel from the east to the west.
Union Pacific Railroad
Part 1: How it was builtThe Union Pacific Railroad would start at Omaha, Nebraska and go west
Central Pacific RailroadThe Central Pacific Railroad would start at Sacramento, California and go east
Pacific Railroad Acts of 1862 and 1864It outlined how the railroad was going to be built, the route it was going to take and how it was going to get funded. The path that they would go through followed the established Oregon and California trails, which was used at the time by wagon trains, stagecoach lines and the Pony Express.
Black Powder/Nitroglycerin
Part 2: Technology UsageBlack powder was usually used to blast through the hard rock, but some situations, nitroglycerin had to be used. Nitroglycerin at the time was fairly new as a blasting tool and was very dangerous to transport, so they had to make it on the site.
Telegraph LinesBrought instant communication to people working along the tracks to people across the nationUsed on the day the railroad was completed where telecommunication lines were wrapped around the last spike on the track and whenever the person struck the spike, the sound pulsated across the nation.
Snow sheds
Part 2 ContinuedSnow and avalanches were delaying construction and supervisors had to devise a plan to overcome it. Snow sheds were built by making a shelter over the tracks so the snow would not interfere the construction of the railroad
Bridges/Trestle BridgesTrestle bridges were built when there was a deep gorge that the railroad had to go over and was usually built with timber until it could have been replaced with iron, which is more durable and permeant.
Chinese Immigrants
Part 3: Social ImpactThe Chinese were the backbone of building the tracks for the Central Pacific and compromised nearly 80% of the workforce They worked in eight hour shifts and only stopped when another person had to put in the black powder, where they lit fuse and would then run to a safe distance to avoid the explosion.
Irish Immigrants and Civil War VeteransOn the Union Pacific Railroad, it mostly consisted of Irish immigrants and Civil War Veterans.The Irish workers and veterans constantly got drunk, went to brothels and gambling dens which brought a lot of vices to the towns that the tracks went through.
Mormons
Part 3 ContinuedThe main reason why the Mormons worked on the railroad was because it would go through the Utah territ ...
OSL: A history of its impact on the Wood River Valley, Idaho_part01The Community Library
History of the Oregon Short Line in the Wood River Valley, late 1800s, by John Lundin. Presentation given for the opening of "Railroad Ties," an exhibition at the Sun Valley Museum of History.
The document summarizes the construction of the transcontinental railroad in the United States in the late 1800s. It describes how the Union Pacific Railroad and Central Pacific Railroad raced to meet in the middle, connecting the eastern and western United States by rail. It discusses the workers who built each railroad, conflicts with Native Americans whose way of life was disrupted, and the decline of the American bison population. The completion of the railroad in 1869 marked a major change in transportation and westward expansion in the United States.
5.2 the development of the american railroadsJonathan Dycus
The development of the transcontinental railroad in the United States was driven by the concept of Manifest Destiny and the desire to connect the eastern and western parts of the country. The Pacific Railway Act of 1862 granted funding and land subsidies to the Union Pacific and Central Pacific railroads to build the line. These companies engaged in a race to complete as much track as possible, employing various workers including ex-soldiers, immigrants, and using new technologies like dynamite. The Last Spike was driven in 1869 in Promontory, Utah connecting the continental United States by rail for the first time. The railroad transformed the country by facilitating transportation and settlement of the West.
The document discusses the Transcontinental Railroad that was built in the United States in the 1860s. It summarizes that the Pacific Railway Act of 1862 established the construction of the railroad by the Union Pacific and Central Pacific railroads to link Omaha, Nebraska to Sacramento, California. Thousands of Irish, Union and Confederate veterans, and Chinese immigrant laborers worked to build the tracks. On May 10, 1869 the two railroads met at Promontory Summit, Utah where the final "Golden Spike" was driven, connecting the first transcontinental railroad and revolutionizing travel across North America.
Presidential Abraham Lincoln signed a bill on July 1, 1862 to author.pdfajanthakadhar
Presidential Abraham Lincoln signed a bill on July 1, 1862 to authorize the construction of the
first transcontinental railroad. On May 10, 1869, several years ahead of the timeline, the Pacific
Railroad was completed at a joyous ceremony in Promontory Summit, Utah. Suppose the train
coming from the East, actually called No. 119, came to a flat part of the country and could travel
at a constant speed of 32 miles per hour for many miles.
A) If the train ran for 3.5 hours before altering its speed, how far did the train travel during that
stretch of the transcontinental strip?
B) Show the formula and steps you utilized to arrive at your answer. Include the appropriate
units in each step of your work.
Velocity is the change in position divided by the change in times. Speed is the absolute value of
velocity. Since the train originated from the train station and is traveling away from the train
station, we will say that this train had a positive velocity.
C) For the train to have a negative velocity, it would have to ______.
D) Draw a graph of the velocity function on the grid. Scale the axes and name the vertical axis
as v(t) mph and the horizontal axis as t hours
E) Explain how the graoh of the velocity function can be used to calculate the toal distance the
train traveled in 3.5 hours.
Solution
The Transcontinental Railroad was the result of the U.S. commitment to Manifest
Destiny and its burgeoning industrial might. Long distances and slow transportation hampered
contact between eastern and western commercial centers. Both the United States government and
entrepreneurs sought faster transportation to link the two sections. For a decade after 1850,
Congress studied possible transcontinental routes, but arguments over sectionalism and slavery
blocked all plans. Not until after the South seceded and the Civil War had begun could Congress
pass an effective transcontinental plan, the Pacific Railroad Act of 1862. It called for two
railroad companies to complete the transcontinental line. The railroad would be a \"land-grant
railroad,\" meaning that the government would give each company 6,400 acres of land and up to
$48,000 for every mile of track it built. The money capitalized the project, and the railroads
could use the land to entice settlers to the West, who in turn would need the railroads to haul
freight. But Congress, afraid to fund a project that would never be completed, wrote a caveat into
the act: the railroads had to complete the project by July 1,1876, or they would forfeit the land,
money, and all of the constructed track. The Union Pacific Railroad, a corporation formed for
the venture, would build the eastern half of the line starting in Nebraska. The Central Pacific
Railroad, owned by a group of California entrepreneurs including Collis Huntington and Leland
Stanford, would build the western half. Preliminary work began, even as the nation still fought
the Civil War. Surveyors and engineers had to scout and map workable routes. Af.
The Transcontinental Railroad was built in the United States in the 1860s to connect the eastern and western halves of the country. It was an immense engineering challenge to build tracks across the vast distances and difficult terrain. The Central Pacific Railroad worked eastward from Sacramento, California while the Union Pacific Railroad worked westward from Omaha, Nebraska. On May 10, 1869, the two lines were joined at Promontory Summit in Utah with the driving of the final "Golden Spike." The railroad revolutionized travel and trade across North America.
The American West Professor Mindi Sitterud-McCluskeyWest.docxlillie234567
The American West
Professor Mindi Sitterud-McCluskey
Westward Expansion
From the inception of the United States, the western frontier had been imbued with freedom and opportunity in the American mind as well as in the minds of many Europeans. The western frontier seemed to offer what the east coast and Western Europe did not by the mid-1800s: Land. Historically speaking, land signified empowerment. Land represented independence and opportunity, namely the possibility of becoming a truly “free man” through self-management, self-sufficiency, and claiming and benefitting fully from the product of one’s own labor.
Land figured prominently into the high ideals with which the American Revolution and Early Republic were imbued. For, to be a republic- for, by, and of the people, the United States would need to be a nation of truly free people. The United States seemed to have land enough to make this possible.
Empire of Liberty:
Inspired by republican notions of freedom, Thomas Jefferson had looked west and envisioned an “Empire of Liberty,” comprised of independent, self-sufficient, and self-managing small farmers.
Jefferson perceived agriculture as not just conducive to freedom but also uniquely virtuous. By contrast, he viewed the owning, investing, and banking class as corrupt and waged laborers as degraded, dependent and unfree.
Jefferson believed that by securing the western lands, the United States could better secure itself as a free republic and avoid the fate of industrial Britain: Armies of unfree wage-workers, “dark, satanic mills,” and urban slums.
Introduction
Inspired by republican notions of freedom and pushed by members of the working-class struggle and their abolitionist allies, the radical Republican Party of Lincoln passed the Homestead Act even as the Civil War entered its second year on the East Coast.
Homestead Act (1862)
Offered at least 160 acres of free western land to those who filed a claim, lived on the land for at least 5 years, and made improvements.
Open to anyone who had not taken up arms for the Confederacy, including women, blacks, and immigrants who had applied for citizenship
Goal: Rooted in republican notions of freedom, it intended to provide laboring people with land and, by extension, an opportunity to work their way into a condition of real freedom. It would be comparable to Washington DC, today, giving citizens the capital and resources needed to start a small business.
After being stalled by the southern states for years, the Pacific Railway Act also became passed by the Republicans as the war grinded on between the states in the east.
Pacific Railway Act: (1862)
The US government allocated unprecedent funds, grants, bonds and free land for the purpose of contracting with private capitalists to build a Transcontinental Railroad.
Westward Expansion
Transcontinental Railroad
Constructed between 1863-1869
Eastward construction began near San Francisco under the Central P.
The document summarizes the construction of the Transcontinental Railroad in the United States in the 19th century. The Pacific Railway Act of 1862 called for the construction of the first transcontinental railroad to unite the country during the Civil War. The Central Pacific railroad company built eastward from California, while the Union Pacific built westward from Nebraska, using Irish immigrants, veterans, and thousands of Chinese laborers. The two lines met at Promontory Summit, Utah in 1869, dramatically reducing travel time across the country and ushering in population growth and development in the American West.
The document summarizes the construction of the transcontinental railroad in the United States in the 1860s. It details how the Central Pacific Railroad relied heavily on Chinese immigrant labor, employing around 90% of their workforce from China. The workers faced extreme dangers and harsh conditions but were able to complete tremendous feats of engineering to help connect the country by rail. However, at celebrations of the railroad's completion the significant contributions of the Chinese workers were excluded and ignored.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. 3 Pony Express Telegraph Central Pacific golden spike Irish William Tecumseh Sherman Prejudice Sacramento, California Pacific Railroad Act Promontory Point transcontinental railroad Union Pacific Charles Crocker Leland Stanford "Done" time zone Samuel Morse Chinese gold rush Sierra Nevada Mountains Jupiter Omaha, Nebraska Grenville Dodge Settlement of the West
4. 4 Technology Kansas Fever Exodus John Deere Homesteader Pioneer Great Plains Homestead Act Joseph Glidden Nicodemus, Kansas steel plow Exoduster Sod Buster barbed wire Windmill Settlement of the West
6. The Pony Express The Pony Express was a service begun in 1860 that used a relay of riders on horses to deliver mail from Missouri to California in ten days. Advertisements for riders read: “Young, skinny, wiry fellows, not over 18. Must be expert riders. Willing to risk death daily. Orphans preferred.” Buffalo Bill Cody and Wild Bill Hickok both worked for the Pony Express when they were young. The Pony Express route stretched between St. Joseph, Missouri and Sacramento, California Settlement of the West 6
7. The Pony Express Pony Express riders who would carry mail 75-100 miles a day. They would change horses every ten to fifteen miles. Once a rider handed off the mail he was carrying to another rider, he would wait for a rider coming from the opposite direction to arrive with mail for him to carry back to the post where he had started. The Pony Express charged $5.00 for each ½ ounce of mail. The Pony Express ceased operation in October of 1861, a year and a half after it started, due to the completion of a telegraph line reaching California. Settlement of the West 7
8. The Telegraph Inventors began experimenting with the idea of sending messages over a wire in the mid 1700s. An American scientist invented the first known telegraph in the United States in 1836. In 1838, Samuel Morse, and his assistant, Alfred Vail, invented a telegraph that was able to transmit messages over long distances. The two men also developed Morse code in order to send messages. On October 24, 1861 the first transcontinental telegraph was completed. Settlement of the West 8
9. The Transcontinental Railroad A transcontinental railroad is a railroad that crosses a continent. The first transcontinental railroad in the United States was completed in 1869. The desire for a railroad that could cross the United States grew after the California gold rush. In 1862 Congress passed the Pacific Railroad Act which offered government loans and free land if two companies would build the railroad. Settlement of the West 9
10. The Union Pacific The Union Pacificwould begin in Omaha, Nebraska and workers would lay the tracks as they headed west. Grenville Dodge led the building of the Central Pacific. Settlement of the West 10
11. The Central Pacific The Central Pacificwould begin in Sacramento, California and workers would lay the tracks as they headed east. Charles Crocker led the building of the Central Pacific. Settlement of the West 11
12. The Central Pacific Settlement of the West 12 Central Pacific supplies came from the East. Until 1868 their materials and machinery were shipped around the southern tip of South America. Work was often delayed because materials were not shipped on time or they were lost due to accident en route. Charles Crocker often cut corners. Among other things, he is reported to have had his crews drive spikes in only seven of every ten rails along the line.
14. Settlement of the West 14 Union Pacific workers laying railsOctober 1866
15. Native Americans 15 One group that did not want to see the railroad built were the Native Americans who attempted to disrupt the building of the transcontinental railroad. Red Cloud, a Lakota chief, said, “We do not want you here, you are scaring away the buffalo.” William Tecumseh Sherman warned Native Americans saying, “We will build iron roads, and you cannot stop the locomotive.” Federal troops began patrolling the Union Pacific in an effort to protect the workers and the railroad tracks. Settlement of the West
16. 16 The train pictured is the Jupiter which carried Leland Stanford, one of the "big four” owners of the Central Pacific, and other railway officials to the Golden Spike Ceremony. Notice the Indians on the hill overlooking the train. Settlement of the West
17. Essential Questions 17 What role did immigrants play in the building of the transcontinental railroad? Settlement of the West
18. Prejudice 18 While the Central Pacific had enough work to employ 4,000 workers, at first they were barely able to maintain a workforce of 800 men. Prejudice caused many to believe that Irish workers simply used their wages to purchase alcohol and Chinese workers were unreliable. Definition of prejudice: an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason. any preconceived opinion or feeling, either favorable or unfavorable. unreasonable feelings, opinions, or attitudes, especially of a hostile nature, regarding a racial, religious, or national group. Settlement of the West
19. Immigrants 19 At one point, Irish workers became upset over their wages. Crocker recruited some Chinese to take their place. The Irishmen quickly went back to work. At first, the Central Pacific Railroad hired just 50 Chinese workers. Their work ethic was so impressive, however, that many more were hired. Crocker not only sent word all over California that he was hiring Chinese workers, but he also hired companies to advertise for workers in China. Settlement of the West
20. Immigrants 20 By 1868 there were 12,000 Chinese workers employed by Central Pacific. This was at least 80% of their workforce. "Wherever we put them, we found them good and they worked themselves into our favor to such an extent that if we found we were in a hurry for a job of work, it was better to put Chinese on at once.” -- Charles Crocker Settlement of the West
27. Promontory Point 27 On May 10, 1869, the Union Pacific and the Central Pacific met at Promontory Point, in the Utah Territory. Over a period of six years, over 1,700 miles of track had been laid. To commemorate the momentous occasion of the transcontinental railroad being completed, a spike made of gold from the mines of California was made. Leland Stanford, President of the Central Pacific, was given the honor of driving the spike into the track. The message “Done” was telegraphed throughout the country. Settlement of the West
29. 29 Completion of the world’s first transcontinental railroad was celebrated at Promontory Point where the Central Pacific and the Union Pacific met on May 10, 1869. Settlement of the West
30. Railroads 30 Before the completion of the railroad, it would cost about $1000 and require months of traveling to cross the United States. Once the railroad was completed, a person could cross the continent in a week for less than $100. Settlement of the West
31. Essential Questions 31 What are time zones and why are they needed? Settlement of the West
32. Time Zones 32 A time zone is a region in which one standard of time is used. There are 24 time zones around the world. On October 11, 1883, the General Time Convention adopted the current standard time system used in the United States. The convention was called by the nation’s railroads. They needed a more uniform means of governing railroads. Prior to the convention, the time was determined by the position of the sun in the sky. The new system started being used on November 18, 1883. That Sunday became known as the “Day of Two Noons.” Settlement of the West
33. Time Zones 33 Coordinated Universal Time (UTC) is calculated by + or – hours from the Prime Meridian (0° longitude) which runs through England. UTC is sometimes referred to as “Zulu time.” The Eastern Time Zone is UTC -4 hours which means that our time is four hours earlier than the time in England. Click here to view The Official U.S. Time web site. Settlement of the West
34. U.S. Time Zones 34 Atlantic Time Zone (Puerto Rico & Virgin Islands) (-4 hours) Eastern Time Zone (South Carolina) (-4 hours) Central Time Zone (-5 hours) Mountain Time Zone (-6 hours) Pacific Time Zone (-7 hours) Alaska Time Zone (-8 hours) Hawaii-Aleutian Time Zone (-10 hours) Samoa Time Zone (-11 hours) Chamorro time zone (Guam) (+10 hours) Settlement of the West
36. Daylight Savings Time 36 Daylight savings time is the practice of moving the clock forward so that there is more daylight of an evening. In the United States, DST starts on the second Sunday of March and ends on the first Sunday of November. Arizona and Hawaii do not observe daylight savings time. It is thought that DST helps conserve energy as there is less need for people to use electric lights. Settlement of the West
38. Time Zones 38 The International Date Line is found approximately at 180° longitude. Traveling east across the International Date Line results in a day, or 24 hours, being subtracted. Traveling west across the International Date Line results in a day, or 24 hours, being added. Settlement of the West
39. Essential Questions 39 What made it possible for settlers to settle the west? Settlement of the West
40. Great Plains 40 The Great Plains was a vast grassland found between the Missouri River and the Rocky Mountains that was given the nickname the “Great American Desert.” Up to this time these plains had been sparsely populated by white settlers. Settlement of the West
41. Homestead Act 41 In an effort to encourage people to move to the Great Plains, Congress passed the Homestead Act. In 1862 Abraham Lincoln signed this act which gave 160 acres (1/4 square mile) of land to individuals who were at least 21 years old, the head of a household, were either citizens of the United States or individuals who declared their intention of to become citizens, and individuals who had never taken up arms against the United States. Homesteaderswere the settlers who claimed land on the Great Plains under the Homestead Act. Settlement of the West
42. Homestead Act 42 Homesteaders were required to build a 12 x 14 house, grow crops, and live on the property for five years. Those who purchased land under the Homestead Act would make a payment of $10. They could get the deed to their property after living on it for only six months if they were willing to pay the government $1.25 an acre. Settlement of the West
43. Homestead Act 43 By 1895 more than 430,000 people had established homesteads on the Great Plains. Most homesteaders settled in Kansas, Nebraska, and the Dakota Territory. Nearly 300 million acres were given to new settlers on the Plains. Because life on the plains was so difficult, however, many homesteaders did not stay on the land the five years that were required to keep the land. Settlement of the West
44. Settlers 44 A pioneer is an early settler of a region. Some of these settlers were African Americans who had recently been freed from slavery and immigrants from France, Denmark, Norway, Sweden, and Russia. With the completion of the transcontinental railroad, families were able to obtain farm tools, barbed wire, cloth, and even houses from businesses that sold goods through catalogs. Settlement of the West
45. Sodbusters 45 Sodbusterswere Great Plains farmers of the late 1800s who had to cut through sod, or thick grass, before planting crops. In 1877 John Deere invented a steel plow that was able to slice through the grass and soil of the Plains. Sodbusters learned that they could use this sod to build their homes in the absence of trees. These houses proved to be cool in the summer and warm in the winter. Unfortunately, insects, rodents, and snakes liked to make their homes in the sod walls. Settlement of the West
48. Essential Questions 48 Why did African Americans move west and what was their life like once they got there? Settlement of the West
49. Nicodemus 49 In 1877, fliers were printed that encouraged southern blacks to leave their homes and come to Nicodemus, Kansas, the most famous town settled by African Americans. These fliers typically exaggerated the abundance of resources and the low cost of land. Settlement of the West
50. Nicodemus 50 The people of this town faced many difficulties including shortages of supplies and having their crops trampled by the cattle of ranchers. The first settlers of the town lived in dugouts much "like prairie dogs" among the grasses of the plains. While Nicodemus did become more prosperous, it eventually began to decline due to the fact that a railroad was never built near the town. Settlement of the West
51. 51 Aerial view of Nicodemus, Kansas Settlement of the West
52. Exodusters In 1879, around twenty thousand African Americans sailed north on the Mississippi River to Kansas in what came to be known as the Kansas Fever Exodus. These individuals became known as exodusters. Exodus means “a journey to freedom.” These African Americans saw themselves escaping slavery in search of the Promised Land much like the Israelites who had been led by Moses as described in the Bible. 52 Settlement of the West
53. Essential Questions 53 What were some of the problems faced by settlers on the Great Plains and what technology helped make their lives easier? Settlement of the West
54. Hardships on the Great Plains Life on the plains was very difficult. Some of the hardships faced by homesteaders included prairie fires, unpredictable weather (blizzards, droughts, violent thunderstorms, etc.), and swarms of grasshoppers and locusts. 54 Settlement of the West
55. Technology Technology is the use of new ideas to make tools that improve people’s lives. Some technology that aided settlers were the windmill which made it possible to get water from deep underground and barbed wire, invented by Joseph Glidden in 1874, which made it possible to fence in large areas of land in the absence of many trees. 55 Settlement of the West
57. Cowboys 57 Around 1/3 to 1/2 of all cowboys were African American or Mexican American. Many of the African American Cowboys were former slaves while many of the white cowboys were former Civil War soldiers. It was not uncommon for cowboys to be very young. A cowboy’s life could be adventurous, but it was also exhausting and dangerous. Settlement of the West
64. Cattle Drives 64 By 1865 there were more than 5 million head of longhorn cattle in Texas. Each could be sold for as little as $4 in Texas, but would be worth $40 in the North where cattle were less plentiful. Ranchers realized they could make more money by taking their cattle East by railroad. Cowboys would herd cattle from their ranches in Texas to rail stations. This was known as a cattle drive. Cattle drives would often begin in the spring when the weather was cooler. Settlement of the West
65. Cattle Drives 65 During a cattle drive cowboys might work sixteen-hour days seven days a week. In the 1860s cattle drives would be led by a trail boss and a chuck wagon, which carried food and supplies. The trail boss would be assisted by 8 to 20 cowboys. They would often be responsible for getting 2,000 to 3,000 cattle to the rail station. These herds could sometimes stretch for two miles Settlement of the West
67. Cattle Drives 67 The routes cowboys took their cattle were known as trails. One of the most famous was the Chisholm Trail, which connected San Antonio, Texas with Abilene, Kansas. Another well-known trail was the Goodnight-Loving Trail which ran from Texas to Colorado. Towns where cowboys drove their cattle to meet the railroad were known as railheads. Railheads would have stockyards where the cattle could be kept while waiting for a train and hotels where weary cowboys could rest. Abilene and Dodge City were two well-known railheads in Kansas. Settlement of the West
68. Cattle Drives 68 One of the greatest dangers cowboys faced were stampedes. A stampede occurred when cattle became frightened and ran out of control. In a stampede, cowboys and their horses could be trampled or the cattle could charge into a river and drown. Cowboys would often sing to help keep the cattle calm. Settlement of the West
69. Cattle Drives 69 The cattle were transported from railheads on the Great Plains to meatpacking plants in Chicago, Illinois. By 1870 Chicago was the world’s largest supplier of beef. Settlement of the West
73. Cattle Drives 73 Cattle drives came to an end in the late 1880s as railroads stretched down into Texas making cattle drives unnecessary. Settlement of the West
74. Essential Questions 74 How did the discovery of gold change the west? Settlement of the West
75. California Gold Rush 75 On January 24, 1848, James Marshall discovered a few nuggets of gold at a saw mill owned by John Sutter. Over half a million people traveled to California in hopes of striking it rich. Gold mining was hard work that required long days and a lot of patience. Few people actually became rich mining for gold. Prospectors, or people who went to California during the California Gold Rush in hopes of striking it rich, were known as forty-niners. By 1850, enough people had moved to California that it was able to become a state. Settlement of the West
76. Entrepreneurs 76 An entrepreneur is a person who starts a new business, hoping to make a profit. Luzena Stanley Wilson was an entrepreneur who moved her family Nevada City, California, and opened a restaurant in her home. Soon hungry miners were paying a dollar to eat at her table. Levi Strauss was an entrepreneur from Germany who learned to make sturdy pants for miners out of denim and rivets. These were the world’s first blue jeans. Settlement of the West
77. Boomtowns & Ghost Towns 77 Boomtowns were communities that sprung up when silver or gold was discovered nearby. Ghost towns are towns that were left empty when the miners moved away. Denver, Colorado, and San Francisco, California, were two towns that began as supply stations for miners and continued to grow into major metropolitan cities. Settlement of the West
78. Essential Questions 78 How did settlers change the Indian’s way of life? Settlement of the West
79. Buffalo 79 In the 1860s, Native Americans saw homesteaders’ farms, railroads, and longhorn cattle on the land that had once been their hunting grounds. In 1850 there were fewer than 200,000 white settlers in the West. In 1870 there were nearly 1,400,000 settlers. Hunters shot hundreds of buffalo, and longhorn cattle ate the grass the buffalo needed. By 1890 the number of buffalo had shrunk from more than 15 million to less than 1,000. With the loss of buffalo, Native Americans lost their main source of food, clothing, and shelter. Settlement of the West
80. Settlers 80 The Homestead Act gave settlers the right to own their own land. Native Americans believed that the land belonged to all of their people and that it could not be bought or sold. Since the 1800s the government made treaties with Native Americans promising not to take over their lands. Yet there were times the government broke these promises and sold land to settlers. Settlement of the West
81. Reservations 81 The government established reservations, or lands set aside for Native American, in an effort to get Native Americans to give up hunting buffalo and begin farming. Most Native Americans did not want to live on reservations. Native Americans fought with settlers and soldiers many times during the mid 1800s. These conflicts are often called the Plains Wars. Native Americans were skilled warriors but usually lost in these clashes. Settlement of the West
82. Lakota 82 In the Treaty of 1868, the government had agreed that the territory around the Black Hills of South Dakota and Wyoming belonged to the Lakota. In 1874 gold was discovered in the Black Hills. Nearly 15,000 miners came to South Dakota in hopes of getting rich. The government offered to buy the Black Hills from the Lakota for $6 million. When the Lakota refused the government’s offer, they were ordered to leave their land and to settle on reservations. Settlement of the West
83. Lakota 83 In 1874 the Lakota, Cheyenne, and Arapaho Indians united in an effort to protect their territory. Two Lakota chiefs, Sitting Bull and Crazy Horse, led more than 2,000 Native American warriors against Colonel George Custer and 600 soldiers of the Seventh Calvary at the Battle of the Little Bighorn, which has also become known as “Custer’s last stand.” The Battle of the Little Bighorn was the last major victory of the Plains Wars for Native Americans. Settlement of the West
87. 87 Battle of the Little Bighorn Settlement of the West
88. Nez Percé 88 In 1876 the government ordered the Nez PercéIndians living along the Wallowa River in Oregon to move to a reservation in the Idaho Territory. In June of 1877, U.S. soldiers were sent to relocate the Nez Percé to a reservation. The Nez Percé, however, did not want to leave their land. “It has always belonged to our people,” said the Nez Percé leader Chief Joseph. Settlement of the West
89. Nez Percé 89 Chief Joseph and 700 Nez Percé Indians tried to flee from the soldiers. When they were running low on food and supplies they attempted to escape to Canada. When the tribe was within forty miles, however, they found themselves surrounded by American soldiers. I am tired of fighting. Our chiefs are killed…. The little children are freezing to death…. I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever. -- Chief Joseph Settlement of the West
90. Nez Percé 90 Chief Joseph surrendered when he was promised that the Nez Percé would be allowed to return to Oregon. This promise was not kept and the tribe was eventually moved to a reservation in Oklahoma. I believed General Miles, or I never would have surrendered. -- Chief Joseph Settlement of the West